1. Welcome and Questions
Day 2

2. Today’s Agenda: Facilitated School Coordinator/Team Discussion
Component 5: Procedures for Discouraging Problem Behavior
Component 6: Procedures for Record-Keeping and Decision Making
Team Presentations (5 -10 minutes)
NEXT STEPS
Have fun!

3. Activity #8: Facilitated Coordinator/Team Discussion:
In your VTPBiS School Leadership Team, your School Coordinator leads discussion on:
VTPBiS School Coordinator and team member roles and responsibilities
VTPBiS School Coordinator’s learning priorities and how the team can help
Review results of SET & SAS with team. Establish priorities for implementation
Complete/Revisit the Family Engagement Checklist
Write next steps into your VTPBiS Implementation Plan
20 minutes

4. Component 5: Procedures for Discouraging Problem Behavior

6. Top 10 Practices for Preventing Problem Behavior
10. PEP Strategy: Proximity, eye contact, privacy 9. Engaging in classroom management self-assessment 8. Providing instruction that meets the learning needs of students and provides a high level of engagement 7. Designing the physical space of the classroom 6. Classroom-wide positive expectations taught and encouraged
Prompt folks to come up with own strategies

7. Top 10 Practices for Preventing Problem Behavior
5. Teaching classroom routine and cues taught and encouraged
4. Active supervision
3. Redirections for minor, infrequent behavior errors
2. Frequent pre-corrections for chronic errors
1. Ratio of 6-8 positive to 1 negative adult-student interaction
Prompt folks to come up with own strategies

8. Engage your students! http://bit.ly/1bxuooj Whole Brain Teaching
Stop video at 2:22 minutes

9. Source: Colvin, Sugai, Good, & Lee (1997)
PBIS Big Idea
Problem behavior in non-classroom settings (hallways, cafeteria, playground, common areas) accounts for 50% of all problem behavior in schools.
Source: Colvin, Sugai, Good, & Lee (1997)

10. Activity
As a large group, brainstorm “hotspots” where problem behavior occurs in your school Number off by 1-4 and go to your “hot spot” As a group brainstorm existing behavioral challenges and possible preventative solutions/strategies and record on the T Chart
Non-classroom Settings Only
20 minutes

11. Non-Classroom Settings (Mann & Muscott, 2005)

12. Non-Classroom Settings (Mann & Muscott, 2005)
Particular times or places where supervision is emphasized
Cafeteria, hallways, playgrounds, bathrooms
Buses & bus loading zones, parking lots
Study halls, library, “free time”
Assemblies, sporting events, dances
Where instruction is not typically available
Where ratio of adults to students is typically lower than in classrooms (lightly staffed)
Where supervision is typically shared or staffed by non-certified staff

13. Hallway Expectations at a Middle School

14. Active Supervision by Adults: (Mann & Muscott, 2005)
Active supervision is a critical yet under-utilized skill by adults in non-classroom settings
Involves 3 sub-skills: Scan, Move, Interact
Scan: Visually examine the entire environment frequently noticing both appropriate and problem behavior
Move: Physically move around the entire area in an unpredictable pattern while visiting the problem areas frequently
Interact: Elicit conversations with most of the students while providing pre-corrections and reminders as well as positive acknowledgements
Refer to TIPS!
Refer to Brandi
Insert Video

15. How do you know you’re using good prevention practices?
Use Classroom Management Self-Assessment and Non-Classroom Management Self-Assessment Tools to strengthen your practices
See Handout
Handout is a great tool for staff to assess their own classroom and non-classroom management strategies.

16. Defining and Sorting Problem Behaviors
Minors
Majors
Behaviors that: do not require administrator involvement; do not significantly violate rights of others; do not put others at risk or harm; are not chronic.
Behaviors that: are chronic minors and may require administrator involvement; significantly violate rights of others; put others at risk or harm;
This is a conversation you want to have with your entire staff so everyone is on the same page with minors vs. majors.

17. Middle School Example Major Behaviors: Minor Behaviors:
Chronic absence/tardy
Insubordination
Chronic Minors
Repeated backtalk (3)
Directed profanity
Cutting class/school/detention
Fighting
Vandalism
Verbal/physical intimidation
Gang representation
Theft
Weapons, threats
Drug violations
Harassment (incl. sexual)
Controlled substances
Minor Behaviors:
Excessive talking
Attendance/tardy
Off task (disruptive)
Gum/Food/Candy/Drinks
Missing homework
Not prepared for class
Name calling
Dishonesty
Running in hall
Passing notes
Backtalk directed at adults
Cheating/Plagiarism

18. Defining “Close Confusers”*
Practice defining major vs. minor behaviors that are “close confusers” to your staff.
VS.
Many schools struggle with words such as “dam” or “suck”

19. Majors vs. Minors
The first grade class writes in a journal. The topic focuses on a particular letter each day. During the letter “F” day, Sarah writes an inappropriate word she has learned from some older students on the playground. She shows her journal to all of the students around her.
Verbal minor – think about intention as well.

20. Majors vs. Minors
The bus driver hears James call another student a loud mouth.”
Verbal major

21. Activity #12: Developing a Shared Understanding of Minors and Majors
In your teams, brainstorm a list of 5 major problem behaviors and think of different ways to characterize the behaviors (ie. Hat Wearing)
Review the SWIS Referral Form Definitions found at: under Component 5 and come to agreement about your list of minor and major behavior problems.
Record your agreed upon minors and majors on your T chart found in your Workbook.
Identify “close confusers” and plan to operationally define with school staff.
Insert ODR Form

22. Practices to Prevent Minor Problem Behaviors from Escalating
De-Escalation:
When student shows anxiety….Be supportive!
What does anxiety look like?
What can adults do to be supportive?
When student is defensive…Be directive!
What does defensive behavior look like?
What can adults do to be directive?
Similar concepts to those of you who’ve taken CPI.

23. Practices for Responding to Minor Problem Behaviors
Example: - Signal that expectation has not been met - State the expected behavior - Ask student to show expected behavior - Give positive feedback

24. More Practices for Responding to Minor Problem Behaviors
Use scripts to help set limits:
What are you doing? Objectively describes the rule-breaking behavior
What are you supposed to be doing? Clarifies that the student knows what behavior or task is expected.
What are you going to do? The student makes a choice communicated by either words or actions.
You could also say:
“What can I do to help you make a good choice?”

25. Activity Practices to Prevent and Respond to Minor Problem Behaviors
As a team, discuss classroom and school-wide practices that currently exist to prevent and respond to minor problem behaviors.
What additional effective practices are needed?
How will you work with your staff to develop these classroom and school-wide practices?
10 minutes

26. Continuum of Procedures for Responding to Problem Behaviors

27. Continuum of Procedures for Responding to Problem Behaviors
Utilize effective classroom prevention and response practices.
If minor problem behavior, document.
If major problem behavior, initiate referral out of classroom (to planning room or office).
How might this look different in a non-classroom setting?

29. EXAMPLE 1:

30. EXAMPLE 2: NO IS THE INCIDENT MAJOR? YES 2nd Offense 4th Offense
EXAMPLE 2: NO
IS THE
INCIDENT
MAJOR?
YES
2nd Offense
(Same behavior)
Complete
Tracking form
Intervention
Behavior
ceases.
No further
action
Write Referral
(Attach minor
incident forms if applicable.)
Send the student with the referral
to Room 1.
4th Offense
Follow
Referral
Procedure
a) Copy of
referral and/or
letter sent to the parent
b) School
retains copies
c) Copy of
referral to (how given to teacher?)
teacher for files
(when?…time frame?)
Administration
determines
course of action
or consequences
3rd Offense
Contact Parent
Verbal
Warning.
Restate
Expectation/rule

31. EXAMPLE 3:

32. EXAMPLE 4:

33. Continuum of Procedures for Responding to a Crisis
“The Vermont School Crisis Planning Team recommends that a simple Crisis Command Placard be prominently placed in all teaching spaces that direct teachers, staff, and students about how to respond to each of the simplified emergency commands…….”
In addition to having consistency around responding to problem behavior, it’s equally important to be consistent on how to respond to a crisis situation. This is also a question on the SET.

34. Example Placard Classroom Crisis Commands Clear the Halls –
Go to closest room supervised by an adult. Close door (lock if possible). Students and staff remain away from doors and windows. Turn off lights and shut curtains/blinds on doors and windows (if available). Use classroom intercom or phone only for emergencies.
Secure the School –
Same as “Clear the Halls”. Go to closest room supervised by an adult. Close door (lock if possible). Students and staff remain away from doors and windows. Turn off lights and shut curtains/blinds on doors and windows (if available). Designated staff secure outside doors. Students outdoors move away from building. Use classroom intercom or phone only for emergencies.
Evacuate the Building –
(Insert classroom exit directions here.) In an orderly fashion, exit the building with class roster. Teacher takes attendance
with assigned students. Move to the __________________ Relocation Site when directed.
We recommend that all rooms have something similar posted near the door with the appropriate crisis commands listed.

35. School Safety Review Checklist
For further information visit the DOE website.

36. SET Components Section A: Expectations Defined Section B:
Behavioral Expectations Taught
Section C:
On-Going System for Rewarding Behavioral Expectations
Section D
System for Responding to Behavioral Violations
Section E:
Monitoring and Evaluation
Section F:
Leadership
SET Components

37. Activity #13: Procedures for Discouraging Problem Behaviors
In your team, review the Example Procedural Flow Chart in your Workbook.
Create your own procedural flow chart.
In your team, discuss your Crisis Plan. Determine next steps, if needed.

38. Component 6: Procedures for Record Keeping & Decision Making

39. Recording Problem Behaviors
Why keep a record?
to see if there are patterns
to determine if student’s problem behaviors are habitual
to document pre-referral interventions
to determine whether a particular teacher needs support
to communicate with parents and answer questions
to inform behavior support planning
to inform interagency collaboration
to comply with legal requirements

40. Recording Problem Behaviors
It is Not:
For “writing up” a student as a form of punishment
It is:
A way to collect data for decision making

41. Information to Record Name Grade Respondent Date Time Location
Type of behavior
Others involved
Possible motivation
Which school-wide behavioral expectation was not met -

42. EXAMPLE 1:

43. EXAMPLE 2:
Handout CIRS Compatible ODR as another example

44. EXAMPLE 3:
Handout CIRS Compatible ODR as another example

45. School-wide Information System www.pbisapps.org
SWIS Demo
School-wide Information System

46. Activity #14: Office Discipline Referral (ODR)
Create your school’s Office Discipline Referral:
Compare your current ODR form with sample ODR forms found in your Implementation.
Revise, as needed, or draft a new ODR form for your
school.
Complete the SWIS compatibility checklist to ensure
inclusion of necessary information found in your Workbook
Complete the SWIS Readiness Checklist found in your Workbook. Verify readiness with Coach or State TA and register for SWIS Training.
HAND OUT SWIS REGISTRATION FLIER!

47. Lunch!

48. Component 6: Procedures for Record Keeping & Decision Making

49. Team Initiated Problem Solving (TIPS)
Collect
and
Use Data
Review
Status and
Identify
Problems
Develop
Refine
Hypotheses
Discuss and
Select
Solutions
Develop and
Implement
Action Plan
Evaluate and
Revise
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
The outer circle ( Problem Solving Meeting Foundations) refer to the process and procedures and team uses to function. Roles are determined and defined, meetings are scheduled for the year, electronic equipment and internet access are available, and an agenda is established.
The inner circles and arrows define a problem-solving model designed to improve the decision-making and problem solving of PBIS Team. This model is called “TIPS,” which stands for “Team-Initiated Problem Solving.” The model uses data for during problem solving and decision making, during meetings. We will also apply a metric for determining if rates of problem behavior at a school or below, at, or above the national average to determine if there is a problem or not. TIPS teaches teams to use their SWIS data to define precision problem statements. Once the problem statement is precise, a variety of solutions are discussed based on prevention, teaching, reward, correction and extinction and teams will determine which solution(s) they want to implement. The TIPS model then moves the team to action planning ,evaluation and measurement determination.
We are finding it more difficult to use these skills in the REAL context, the purpose of this session is to build the skills and build the fluency of using those skills.

50. Want to learn More? Two Opportunities:
Recorded Webinar at:
Coaches

51. Plan for Roll-out

52. Communication is key!

53. VTPBiS Roll-out for Staff
What is it?
When?
Agenda?
Materials?
Responsible team members?
During pre-service if you are planning to roll-out in the fall.

54. VTPBiS Roll-out for Students
What is it?
When should it take place?
How to prepare for it?
What to cover?
Related activities?
How often to revisit?
Responsible team members?
Use technology to spice this up.
Example: One school used Miley Cyrus singing “RESPECT” on Youtube and had this playing in the gym as students entered.

55. VTPBiS Roll-out for Families
Objectives:
Communicate the goals of VTPBiS
Explain how you will use VTPBiS to create social culture
Enlist parents to be partners
Examples:
Open House events
Football game that many parents will attend
In the Newsletter

56. Ways to Communicate VTPBiS to Families
Letter and packet
General presentation at back-to-school event
Review by classroom teachers
Tri-fold brochure
Information on web-site
PTA presentation
Newsletter
Homework assignment for students to teach parents expectations

57. Activity #15: Planning Staff Roll-out
As a team, design your VTPBiS roll-out for all staff at your school (specials, lunch room, instructional assistants, bus drivers, etc.)
Use Workbook Staff Roll-out Worksheet
Roll-out should take place at the beginning of each school and offer various refreshers throughout the year.

58. Activity #16: Planning for Student Roll-out
As a team, plan out when, where and how you will roll-out your VTPBiS program for the students at your school
Include date(s) & format for revisiting the plan with all students
Use Workbook Student Roll-out Worksheet

59. Activity #17: Planning VTPBiS Roll-out for Families
As a team, plan out when, where and how you will roll-out your VTPBiS program for parents
Use Workbook Roll-out Worksheet

60. Activity #18: Completion of VTPBiS Implementation Plan (in back of your workbook)
As a team, list all tasks & projects that still need to be finished.
Turn in a copy of your Implementation Plan before you leave:
Or it to

61. TEAM PRESENTATIONS!

62. Where do we go from here… thoughts and/or questions…
SWIS Trainings
Post Implementation SET
Support Available
Grad Course

63. VT Statewide Structure of Support
Level
How is support provided?
Who is supported?
State Technical Assistance (State TAs)
Info Dissemination
Funding
TA/Coaching to SU’s
Regional Meetings
Trainings
SU/District Coordinators & SU/District Leadership Teams
Implementation Coaches (for some schools)
Coaching to SU’s and Schools
SU/District Coordinators, School Coordinator & Building Teams
SU/District Coordinator
Coaching to schools
Visibility and political
support
Resources
School Coordinator & Building Teams
School Coordinator & School Leadership Teams
Implementation of evidence-based practices
Staff, Students and Families
Remind them of the Intent to Implement Application, in particular the Partnership Agreement. Outlines this on next slide.

64. The elements necessary to sustain PBIS include:
Data
Communicate
1) Data: The school completes annual assessments ( SAS and Annual BoQ). The school also collects discipline data and uses it to problem solve and maintains an annual PBIS action plan.
2) Communication: A school initiates at least bi- monthly contact with their Implementation Coach or their State TA. The schools communicates regularly with its Supervisory Union/District Coordinator and/or sends progress reports to the Superintendant at least twice a year.
3) Participation: A school participates in at least three of the four Regional Coordinators Meetings and provides opportunities for all staff to participate in progress updates and problem solving at least three times a year.
4) Training/Information Sharing The school actively works toward fidelity of implementation at all tiers.
Share Information
Participate

65. Next Steps & Important Dates
State TA Contact
SWIS Training Webinar:
View Recorded Webinar Available June 1st
VTPBiS Training Calendar & Resources:
Coordinators as Coaches Learning and Networking Series– Stay Tuned!
VTPBiS Newsletters
VTPBiS Pinterest

66. Questions? Contact your State TA
Cassandra Townshend:
Josh Souliere:
Sherry Schoenberg:
Tracy Harris:
Ken Kramberg:
Richard Boltax:
Visit:

67. THANK YOU!
Safe Travels!